The main objective of the current study was to investigate the relationships between perceptions of lifelong learning, lifelong learning competencies and learning strategies. The study was exploratory in nature and used three research tools: the Lifelong Learning Questionnaire, Lifelong Learning Competencies Scale, and Teachers' Learning Strategies Questionnaire. It recruited 300 teacher trainers from education degree colleges in Myanmar, using a random sampling method. A descriptive and independent t-test, ANOVA and Dunnett's test were used to analyse the research questions. The findings indicated that teacher trainers' perceptions of lifelong learning and lifelong learning competencies were positively correlated. Moreover, they used learning strategies to improve their teaching competencies. Specifically, their highest competency was in learning how to learn, while their lowest competency was in mathematics and science. None of the research variables differed according to gender, education level or teaching service. Statistically significant differences between perception of lifelong learning, lifelong learning competencies and learning strategies were found for the respective geographical regions (lower and upper Myanmar). Multilingual competence, digital competence, learning to learn competence, citizenship competence, entrepreneurship competence and cultural awareness competencies varied by region, but literacy, mathematics and science competencies did not. Significant differences were noted in perceptions of lifelong learning and learning strategies, but not lifelong learning competencies with respect to age. Literacy competence, digital competence and citizenship competence differed by age, but teaching tenure only had an influence on digital competence. Lastly, the study found a highly positive correlation between lifelong learning competencies and learning strategies.